Affirmative Action in China: Research on Preferential Policies of Ethnic Minorities’ Access to Higher Education

• In Event: College Access Policy on the Disadvantaged in China: Perspectives of Different Groups

Abstract

LIU Min
Assistant Professor, Beijing Normal University

1. Objectives
China has one of the oldest and largest sets of state-sponsored preferential policies (youhui zhengce) for ethnic minorities (Sautman, 1998: 77). Among these polices, the preferential policies for admission to higher educational institutions are of paramount importance to ethnic minority populations in China (Wang, 2007: 149), which initiated in 1950 when students from ethnic minority groups were allowed to enter colleges by “lowering admission scores”. After that, the Chinese “Affirmative Action” developed a variety of mechanisms, laws and regulations to protect and promote minorities’ higher education opportunities. However, the preferential policies grounded on ethnicity and being independent from personal endeavor seems to oppose the principle of education equality and non-discrimination. This study aims to systematically review all the official policies specifically for the ethnic minority groups from 1950 to 2012, summarize the evolutionary characteristics of the preferential policies at different stages, and evaluate their impact on ethnic minorities’ opportunities to go to colleges. The new challenges and possible responses in the policies for the admission of minorities will also be clarified.

2. Theoretical Framework
Torsten Husen’s Model about the changing conception of equity of education opportunity is used as the theoretical framework for this study. Meritocracy and compensation principles are also employed.

3. Methods and Data Sources
Policy analysis and interview are employed in this study to investigate the policies for the ethnic minority groups and their effects. The research data primarily comes from national statistics and document analysis. In addition, the perspective of group’s and individual’s equity is employed to explore the contradiction between Han Chinese and ethnic minority groups in the implementation of preferential policies for ethnic minorities access to higher education.

4. Results
It is illustrated from the research findings that the “Affirmative Action” in China’s higher education system, based on a consideration of the special natural, historical and social situations in the development of ethnic education, has a positive effects on both ethnic minorities and the state. However, there are some problems in the process of implementing the policies. As a matter of policy itself, little adjustments have been made since 2002 and the changes cannot keep step with the development of ethnic minorities. Moreover, judging from the execution, the “free-rider” phenomenon appeared. Most importantly, the preferential policies has actually threatened the individual equity of educational opportunities supported by the Constitution and other laws and regulations concerning education. The preferential policies have resulted in dissatisfaction and objections among some Han Chinese who live alongside ethnic minority people in ethnic minority regions (Ma, 2009). This has become a dilemma for governments at all levels.

5. Significance of the Study
Most countries in the world are multi-ethnic and face a similar educational challenges. China is ahead of many countries in the policies and practices of preferential treatment in higher education. This study makes unique contribution to the worldwide discussion on “Affirmative Action” with Chinese lessons and practices.

Author

• Min Liu, Beijing Normal University